Evaluation of the relative appeal of reading assignments

BOSTON UNIVERSITY
SCHOOL OF EDUCATION

Ed

The Gift of

LIBRARY

V3

P

3V

1 .deafe- Thesis

Lyons, C.L.
JtXt^ 1945.

^yons, Q.Lf

Evaluation of the re-
lative aooeal of reading

assignments.

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Library Bureau Cat. HO. 1151. i

BOSTON UNIVERSITY
SCHOOL OF EDUCATION

THESIS

AN EVALUATION OF THE RELATIVE APPEAL

OF

READING- ASSIGNMENTS
by

Catharine L. Lyons
(B.S., Fitchburg State Teachers College, 1942)

Submitted in partial fulfillment
of the requirements for the degree
of Master of Education, May, 1943.

First Reader: Donald D. Durrell, Professor of Education
Second Reader: W. Linwood Chase, Professor of Education
Third Reader, Roy 0. Billett, Professor of Education

•'Boston Uni 'ersity
School of E
. N Library

24 04 0

ACKNOWLEDGEMENT

I wish to express my appreciation and
thanks to Dr. Donald D, Durrell of Boston
University for his help and guidance in
planning this study.

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TABLE OF CONTENTS

CHAPTER PAGE

I. STATEMENT OF PROBLEM AND PREVIOUS RESEARCH 1

II. CONSTRUCTION OF INTEREST TEST AND DESCRIPTION

OF EXPERIMENT 15

III. INTERPRETATION OF RESULTS 23

IV. SUMMARY 45

BIBLIOGRAPHY 47

APPENDIX 50

♦

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LI3T OF TABLES

TABLE PAGE

I. Range of Intelligence Quotients and Reading

Grade Status of Boys and G-irls in Conservative

and Progressive Schools. 21

II. Order of Preference for Reading Assignments

Involving Various Activities. 25

III. Comparison of Preferences Between Children in

Conservative Schools and Children in Progressive
Schools . 28

IV. Sex Differences Indicated in the Choice of

Assignments. 30

V. Comparison of Preferences Between Good Readers

and Poor Readers. 31

VI* Comparison of Preferences Between Bright and

Dull Children. 33

VII. Atypical Cases 42

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LIST OF GRAPHS

GRAPH PAGE

I. Per Cent of Children Who Chose Writing Assignments

When Rated With Other Assignments 35

II. Per Cent of Children Who Chose Talking Assignments

When Rated With Other Assignments 36

III. Per Cent of Children Who Chose Constructing Assign-
ments when Rated with Other Assignments 37

IV. Per Cent of Children Who Chose Entertaining Assign-
ments When Rated With Other Assignments 38

V* Per Cent of Children Who Chose Excursion Assign-
ments When Rated With Other Assignments 39

VI. Per Cent of Children Who Chose Assignments With-
out Activity When Rated With Other Assignments 40

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CHAPTER I

STATEMENT OF PROBLEM

km

PREVIOUS RESEARCH

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STATEMENT OF PROBLEM
AND

PREVIOUS RESEARCH

PROBLEM:

An ability to read is a pre-requisite of all courses of
study, Dewey claims Interest is the sole guarantee of
attention".* There is an inter-dependence between reading and
interest since one complements the other* The degree of effi-
ciency in reading Is proportionate to the intensity of interest
and the attention span. The fact that reading and interest are
essential elements precludes any other possibility than that
both are of paramount importance in the school life of a child.

While many investigations concerning different facets of
reading interests have been conducted, none deal exclusively
with the interest evidenced in purposes for which children
read when these interests are allied to reading assignments ♦
Because a strong appeal to children's interests is desired in
developing a reading program, and because the importance of a
program of activity is recognized, it seems reasonable to
assume that an inventory of children's genuine responses to

1John Dewey, Interest and Effort in Education (Cambridge:
Houghton Mifflin Company, Riverside Press, 1913), p« 1.

^The Twenty-fourth Yearbook of the National Society for
the Study of Education (Blooming ton . Illinois: Public School
Publishing Company, 1924), Part I, pp. 4-8.

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such activities, in the light of reactions to reading assign-
ments, would be a valuable factor in education.

Through an evaluation of children's reactions to reading
assignments it is proposed to determine the relative degree of
children's interests in various reading situations.

The investigation has been conducted for the following
purposes :

1. To find out the relative degree of interest to which
sixth grade children react to various residing assignments.

2. To note the difference, if any difference exists, in
such interests between the children of progressive schools and
those of conservative schools.

3. To discover whether or not sex differences have any
bearing on the type of activity selected.

4. To find out the degree of varience in choices between
poor readers and good readers.

5. To determine to what degree the selection of choices
is influenced by intelligence.

6. To discover the preference of assignments when rated
against each other in various combinations.

7. To record any notable individual differences in the
selection of choices.

Uhl emphasizes the importance of consulting children in
the selection and organization of courses in reading, and
observes , "a firm belief that economical teaching always takes

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into account the inclinations of the learner". 1

The assumption then, that the reading program is motivated
by the results of children's preferences, in so far as they are
profitable, justifies this study.

PREVIOUS RESEARCH:

Because a knowledge of children's interests is useful in
determining the success of .reading, many investigations have
been undertaken by educators to learn the nature of those in-
terests. "More studies have been made recently concerning the
reading interests of children than any other phase of reading."
However, evidence from these various surveys indicates that
such investigations have been confined chiefly to interest in
reading qualities and topics, the influence of intelligence,
sex, and age on reading interest, and interest as evidenced by
the number and kind of books read.

The earliest studies relating to children's interests in
reading material were those which made evident the qualities
that interest children.

By means of reading selections to children and recording

W. H. Uhl, The Materials of Reading (New York: Silver
Burdett and Company, 1924), p. 159.

William 3. Gray, "Summary of Reading Investigations,"
Elementary School Journal, XXX (March, 1930), p. 505.

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their reactions, Dunn^ learned the qualities in reading mate-
rial which were of interest to primary children. Judging
from the votes of 17,000 children, the elements which in
general were found to arouse the greatest degree of interest
in children were surprise, plot, narrativeness , animalness ,
conversation and familiar experience. Interest in this last
quality confirmed the results of an earlier study by Wissler.

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Zellar^ reported, in a, recent study on the reading in-
terests of 2,052 girls and 1,995 hoys of junior high school
grades, that the qualities of action and humor are by far the
most important ones in the reading material for children in
these grades. It is also agreed by Terrnan and Lima^ that
action in the form of adventure is the leading interest quality
for boys of junior high school age.

Further reference to the qualities and characteristics
which interest children in their reading material will be

J Fannie W. Dunn, Interest Factors in Primary Reading
Material (New York: Teachers College, Columbia University,
1921).

Clark Wlssler, "The Interest of Children in Reading
Work of the Elementary Schools," Pedagogical Seminary, V
(April, 1898), pp. 523-540.

^Dale Zellar, The Relative Importance of Factors of
Interest in Reading Materials (New York: Teachers College,
Columbia University, "contributions to Education, Number 841,
Bureau of Publications, 1941), p. 55.

Z:'L. Terrnan and 1*:. Lima, Children's Reading (New York:
D. Appleton and Company, 1926) , p. 38.

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made as they occur in the treatment of studies relating to sex
differences in reading interests.

That sex has a direct influence on the reading interests
of children is a conclusion that is warranted by the results
of many studies.

In addition to her other general findings, Dunn1 learned

that sex differences regarding interest qualities are apparent

even in the primary grades. She reported not only that, "there

were slight inclinations toward stories of one's own sex in

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the first three grades," but that the sex differences in read-
ing interests increase with the grades. Vostrovsky and
7/issler4 in their investigations too, show that sex differences
in reading interest increase with the grade.

Terraan and Lima report that the books which interest boys
are read by boys exclusively, and those which interest girls
are read by girls almost exclusively. They also report that
boys read more science and non-fiction than girls.

Fannie 7. Dunn, Interest Factors in Primary Reading
Material, p. 64.

2Ibid. , p. 39.

3

Clara Vostrovsky, mA Study of Children's Reading
Tastes", Pedagogical Seminary, VI (December, 1899), pp. 523-
538.

4

"Clark Teissier, "The Interest of Children in Reading
7ork of the cClement ary Schools", pp. 523-540.

5

L. Terman and f. Lima, Children's Reading, pp. 68-76.

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The conclusion made by Terman and Lima, that the reading
interests of boys and girls are not alike, is confirmed by
Jordan^* in a study made by direct observation of ten to thir-
teen year old children at eight public libraries in and around
New York City,. He found, "the major interests of boys and
girls in reading are very dissimilar."2 The major interests
of boys are concerned with books on war and scouting, school
and sports, and strenuous adventure, while the major interests
of girls are concerned with books on home, school, fairy
stories, love, and stories with historical background.

The statement by Jordan that, "Girls and boys read almost
entirely different books"^ is upheld by Washburne and Voge
who, from the results of data from 36,750 children, "have no
doubt as to their being real differences between the interest
reactions of boys and those of girls. "5

B. Lamar Johns on^ reports, in accordance with the other

^Arthur Jordan, Children's Interest in Reading (Chapel
Hill. North Carolina, University of North Carolina Press,
1926).

2Ibid., p. 28.

3Ibid. t p. 24.
4

C. Washburne and M. Vogel, What Children Like to Read
(New York: Rand Mc Nally and Company, American Library
Association, 1926).

5 lb id. , p. 16.

E. Lamar Johnson, "Children's Reading Interests as
Related to Sex and Gra.de in School," School Review, XL
(1932), pp. 257-272.

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inves tigators , that sex determines the interest in reading
material, and from his investigation reports that adventure
and animal stories are popular with hoys in all grades , and
that girls in all grades are interested in "books about home
and children.

Thorndike1 investigated the interest in reading topics by
means of a fictitious annotated titles questionnaire given to
2,891 children from grade four through high school, and ranging
in intelligence quotients from under seventy to over one hun-
dred forty-eight. He concludes that, "sex is conspicuously
more important than age or intelligence as a determiner of re-
ported interest patterns, at least within the ra*nge of age and
ability here studied"-, a finding entirely in accord with pre-
vious investigations.

While the influence of age and grade on children's read-
ing interests has not been the exclusive concern of any one
study, its importance has been stressed by several investiga-
tors, ^ and they all agree that reading interests change with

Robert Thorndike , Children's Reading Interests (New
York: Bureau of Publications, Teachers College, Columbia.
University, 1941.

2 lb id. , p. 36.

Ja) A. M. Jordan , Children's Interests in Reading, pp.
48-51.

b) L. Terman and M. Lima, Children ' s Read! ng , pp. 31-45.

c) B. L. Johnson, "Children 1 s Readi ng Interests as
Related to lex and Grade in School", pp. 257-272.

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age. Washburn e and Vogel,-1- from the results of their investi-
gation on the reading interests of 36,750 children, found
definite grade interests to be of great importance in children1
reading. On the basis of this study they compiled a graded
book list^ which conforms to the definite reading interests of
children in each grade .

Studies on interest in the number and kinds of books read
have been reported by Johnson, ^ Beggs ,^ and Campbell. 5 They,
with the exception of Campbell, agree that fiction is favored
over non-fiction.

Beggs reports that the attitude toward reading which
prevails in the home is reflected in the child. Seventy-five
per cent of pupils who read no books outside of school in a
six month period came from homes where there were fewer than
one hundred books. She concludes that the number of books
in the home is somewhat indicative of the amount of reading

C. Washburne and M. Vogel, What Children Like to Read,
pp. 33-38.

p

C. Washburne and M. Vogel, Winnetka Graded Book List
(Chicago: American Library Association, 1927).

B. L. Johnson, "Children s Reading Interests as Related
to Sex and Grade in School," pp. 257-272.

u

^Berenice Beggs, 'Does Enviroment Determine a Child s
Reading?" School and Community XIV (January, 1928), pp. 16-18.

^Clara Campbell, "A Research Problem in Children's
Reading", Elementary English Review, VI (January, 1929).

pp. 1-2, 27-28.

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that is done by the child.

Campbell, from the results of her investigation of
seven hundred fifty- three readers from four to eleven years,
reports that more girls than boys borrow books and that only
thirty-five children included in her study read fiction
exclusively .

The influence of intelligence on the reading interests of
children has been studied by many investigators. Terman and
Lima**" found a notable difference in the amount of reading
done by children of different intelligence levels. They re-
port that children in the higher brackets of intelligence read
more science, history, and informational fiction than do the
less gifted children.

By reading selections to the children, thereby eliminating
the obstacle of reading disabilities, Huber2 found the level of
intelligence was of little or no importance regarding the
choices that children made. There was a similarity in prefer-
ences among the bright, average and dull, with one exception,
the dull preferred more familiar experience and less humor
than the average and bright.

L. Terman and M. Lima, Children's Reading, pp. 51-67.

2M. B. Huber, Influence of Intelligence U 'on Children's
Readinp; Jntere-ts (New York: Teacher- College, Columbia
University, Contributions to Education, Number 312, Bureau of
Publications , 1928 ) .

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In her study, Lazar-1 also notes the similarity of interests
among bright, average, and dull children ; and adds the fact
that the bright include a wider range than the average, and
they, in turn, read more than the dull children.

From the results of his study which investigated rea.ding
topics, Thorndike concluded that, "within the same sex the
interest patterns of groups differing by several years in age,
or as much as thirty points in average intelligence show a
substantial positive correlation"..

In summary the findings of these various investigations
regarding the reading interests of children seem to be:

1. Children read the material that is exposed to them.

2. Regardless of intelligence, children prefer to read
about the same subjects, but at different age levels.

3. The more intelligent the child, the more he reads and
the wider is the range of material selected.

4. Sex differences in reading interests are very marked.

5. Interest qualities as familiar experience, adventure,
mystery, scouting, and feminine characteristics rate high in
the reading interests of children.

^May Lazar, Reading Interests , Activities, and Opportuni-
ties of Bright, Average and Dull Children (New York: Teachers
College, Columbia. University, Contributions to Education,
Kumber 707, Bureau of Publications, 1937).

Robert L. Thorndike, Children's Reading Interests, p. 35.

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Th e correlation of children's interests and motives in
reading is a fundamental concern of this study. It differs
from former surveys in that the primary concern of this study
is the degree of interest indicated in motives for reading
rather than in the degree of interest evidenced in any other
phase of reading. It notes children's reactions to the type
of activity selected in executing certain reading assignments,
and evaluates the degree of interest resulting from the choices
made by the children after they have compared and weighed
the assignments for interest value.

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CHAPTER II
CONSTRUCTION OF INTEREST TEST

AND

DESCRIPTION OF EXPERIMENT

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CONSTRUCTION OF INTEREST TEST

AND

DESCRIPTION OF EXPERIMENT

CONSTRUCTION OF TEST:

Reference will be made to portions of the previous re-
search done in connection with this investigation which show
that certain aspects in the development of this study are
contingent upon the results of previous Investigations and ob-
servations. The findings in various publications have been in-
corporated in this investigation* These contributions will
be noted as they illustrate some of the basic principles of
this study.

The Interest Test"*" used in this investigation was designed
to evaluate the relative degree of children's interests in
different kinds of reading situations. It is concerned with
the purposes for which children like to read, and attemps to
find out, in general, which of the following activities allied
to reading are most interesting to sixth grade children:
talking, writing, constructing, entertaining, going on excurs-
ions, or reading with no activity involved.

In an efficient reading program, pupils interests, pur-
poses, and activities are important guides to the effective

^Interest Te3t; Appendix.

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teaching of reading. Gray* suggests that the attainment of
appropriate reading attitudes and habits requires a compre-
hensive program of reading instruction. Several concrete
experiences,2 which have been considered important in the
development of reading, are requisites for such a program.
These activities, which might relate to reading experiences ,^
such as excursions, construction work, dramatizations, dis-
cussions, music appreciation, and story telling were stressed.

Gates claims that, "An inventory of the types of activi-
ties which interest children is necessary but insufficient.
We need to know that activities are profitable as well as in-
teresting.

John Dewey5 maintains that a program based on educational
philosophy should involve four fundamental activities which
tend to stimulate and foster the growth of children's interests.
These are communicative, exploratory, constructive, and artis-
tic. To this list Gates^ adds dramatic activities.

^William Gray, Thirty-sixth Yearbook of the National
Society for the Study of Education, Part I. p. 28.

2Ibid., pp. 280 and 306.

•^Twenty-fourth Yearbook of the National Society for the
Study of Education. 00. 6. 7 and 29.

^A. I. Gates, The Interest and Ability in Reading (New
York: The Macmillan Com any, 1931) p. 116.

-"John Dewey, School and Society (Chicago: University of
Chicago Press, 1900), p. 61.

^A. I. Gates, op_. cit. p. 118.

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Because of their merit, all of these activities are in-
cluded in the reading exercises used in this study. For pur-
poses of this investigation the activities have "been classified
in the following categories: communicative, those based on
oral or written speech; constructive, those utilizing construct-
ing work of any kind; exploratory, all types of excursions;
dramatic, those used in presenting a program for purposes of
entertaining; and artistic, those which involve art or music.

The specific activities to be evaluated, and around which
the assignments were constructed are writing, talking, con-
structing, going on excursions, and reading assignments with-
out activity.

Subject matter material and activities used in the assign-
ments of this interest test were suggested by the following
professional and textbooks:

Carolyn Bailey, Broad Stripes and Bright Stars (Spring-
field, Massachusetts: Milton Bradley Company, 1920) .

George Freeland, Edward Walker and Helen Williams,
America's Building; (New York: Charles Scribner's Sons, 1942).

Carol Hovious and Elga Shearer, Wings for Reading
(Boston, Massachusetts: D. C. Heath and Company, 1942).

Mary Kelty, The American Colonies (Boston, Massachusetts:
G-inn and Company, 1932) .

Daniel Knowlton and Charles Gill, When We Were Colonies
(New York: American Book Company, 1934).

W. Knox, G. Stone, M. Meister and D. Wheatley, The Wonder-
world of Science (New York: Charles Scribner's Sons, 1941).

Howard Hill, Rollo Lyman and Nellie Moore, Reading and
Living (Boston, Massachusetts: Charles Scribner's Sons, 1920).

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Paul Spencer, Roma Gans and Lois Fritschler, Thought-
Study Readers (New York: Lyons and Carnahan, 1930).

Grace Storm, The Social Studies In the Primary Grades
(New York: Lyons and Carnahan, 19317.

Twenty-fourth Yearbook of the National Society for the
Study of Education, Part I ( Bloom ington, Illinois: Public
School Publishing Company, 1924),

Thirty- sixth Yearbook of the National Society f or the
Study of Education (Bloom ington. Illinois: Public School
Publishing Company, 1937).

Gerald Yoakam, William Bagley and Philip Knowlton, Read-
ing to Learn (New York: The Ka cm 11 lan Company, 1937).

The assignments in the interest test are divided into six
categories involving Interests to which the suggested activ-
ities are connected. The six categories are science, social
studies, literature and language, music and art, vocational
interests and interests in sports and hobbies. Each category
contains eighteen reading assignments representing the activ-
ities which are being evaluated.

"The teacher of every curriculum field is recognized as
a teacher of reading."^- This statement emphasizes the fact
that reading is not an isolated subject, and that it embraces
every phase of school work.

Because the approach to practically all school subjects
is through reading, the subject selections of the exercises
used in this study are governed largely by their Importance
in the curriculum. These subject divisions are as follows:

1 Thirty-sixth Yearbook of the National Society for the
Study of Education. Part I., p. 19.

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Science, Literature, Social Studies, Music and Art, Vocations,
Sports and Hobbies. The last two, although not strictly subject
matter, are included because they rate high on Thorndike 's-^-
list*

In the opinion of several authors,2 the selection of read-
ing materials for children should be guided by their own in-
terests. Assuming that an effective approach to the reading
program is through interest, the topics selected for this study
are, as far as possible, consistent with the interests of child-
ren.

In order to secure reliable material, the results of sev-
eral studies were consulted, and the topics in this investiga-
tion are principally restricted to those appearing in accred-
ited lists or studies. For purposes of illustration, a few
examples are given. Topics pertaining to mystery, reporting,
photography and camping rate from moderately high to high on
Thorndike's list.^ Scouting and aviation are in the upper
fourth of Jordan's list.2*" The selection of reading assignments

•^Robert Thorndike, Children's Reading Interests, pp. 31-34.

2a) M. M. Stroh, Literature for Grades VII to IX (New
York: Teachers College, Columbia University, Contributions to
Education, Number 234, Bureau of Publications, 1926), p. 61.

b) A. I. Gates, The Interest and Ability in Reading, p. 114
c ) A . M • J ordan , Children's Interest in Reading; , p . 1 ♦
d) Dale Zellar, The Relative Importance of Factors of
Interest in Reading Materials, p. 19.

^Robert Thorndike, Children's Reading Interests. pp« 27-34

4 •

A. M • Jordan, Children's Interest in Reading, p. 22.

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about Louisa May Alcott and Heidi was influenced "by their re-
ported popularity in several investigations

The presence of some of the topics in the exercise is not
justified "by any specific studies, but their inclusion may be
defended by the fact that the material in such cases appears
in the Grade VI course of study or in Grade VI textbooks.

The exercise used in this investigation is divided into
six categories involving interests to which the suggested
activities are connected. Each category contains eighteen
reading assignments representing the six activities which are
being evaluated. In order that the selection of choices to
be concentrated upon at one time would not be too many, the
exercises were divided into groups of three assignments to be
judged as a first, second or third choice.

To obviate the possibility of having any of the activities
over-emphasized by a set pattern of choices, should a child
treat the exercise in such a disinterested manner, the follow-
ing precaution was taken. Each activity was grouped with all

la) Dale Zellar, The Relative Importance of Factors of
Interest in Reading Materials. p« 20.

b ) C . Washburn e and M. Vogel, What Children Like to
Read, p. 217.

c) B. L. Johnson, "Children's Reading Interests as Re-
lated to Sex and Grade in School," pp. 257-272.

d) A. M. Jordan, Children's Interests in Reading. pp« 26
and 98.

e) T. J. Lancaster, "A Study of the Voluntary Reading of
Pupil3 in Grades IV to VIII." Elementary School Journal.
XXVIII, (1928), p. 527.

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th e five other activities an equal number of times, taut in each
succeeding group the order of activities was rotated. In this
manner the position of each activity varied in every group.
Judging from the interest evidenced while giving the exercise
to one hundred twenty-five pupils, and the reports of interest
from the teachers who gave the exercise to the other one
hundred seventy-five, together with the many comments written
by the children in the margins of the exercise, it can be
asanaied that all items were given careful consideration be-
fore being evaluated. A sample set of assignments follows i

Group 15

Read to get help in making scenery for a play about the
history of the American flag.

Read so you can make a notebook about the history of the

American flag.

Read to get ready for your visit to a museum to see an

exhibition on the history of the American flag.

Group 3J4.

Read so you can give a short talk to the class on the

history o^ the American flag.

Read to get help so you can give, for a visiting class,

a short play about the history of the American flag.

Read to learn about the history of the American flag.

DESCRIPTION OF EXPERIMENT

THE POPULATION:

This study is based on the results of an interest test
which was given to three hundred sixth grade pupils from sec-
tions of suburban Boston, Massachusetts. One hundred twenty-

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five pupils were located in conservative schools, that is,
where the traditional textbook method was used almost ex-
clusively. One hundred seventy-five children were in pro-
gressive schools where teaching was not so restricted.

The children ranged in intelligence quotients from seventy-
nine to one hundred fifty-five. These figures are results of
the Kuhlmann-Anders on and the Henmon-Nelson mental tests which
were given in the current year, except In two cases, where
the tests were given the preceeding year.

The reading, grade status, computed from the Stanford
Achievement and the Metropolitan Achievement tests, ranged
from 4.8 to 9.3. A preliminary try out of the exercise on
a group whose reading ability was below 4.8 demonstrated the
fact that the exercise was not wholly within their comprehen-
sion. Therefore, it ifas deemed advisable for present purposes
to disregard the exercises of all pupils who tested below 4.8.
The following table demonstrates the range:

Table I

Range of Intelligence Quotients and Reading Grade Status of
Boys and Girls in Conservative and Progressive Schools

I. Q.

I. Q.

Read. Gr.

Road. Gr.

Prog.

Conserv •

79-99

100-145

4.8 to 6.3

6.4 to 9.3

School

School

Boys

34

121

47

107"

87

68

Girls

31

114

46

100

88

57

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METHOD OF ADMINISTERING THE EXERCISE:

The exercise, given to ten sixth grades, was self-explan-
atory. It was either given to the class as a group or to each
child to be filled out at his leisure. In either case, the
child was permitted to ask for information he should he
unfamiliar with any of the topics. The teacher was asked to
stress the fact that all three exercises in the group he read
before being rated. The time for completing the exercise
varied from twelve to twenty-five minutes.

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CHAPTER III:

INTERPRETATION OF RESULTS

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INTERPRETATION OF RESULTS

In analyzing the results of the investigation, only those
preferences which were given first choice ratings are con-
sidered.

The results are organized in the following manner:

1. Order of preference for reading assignments which are
allied to various activities.

2. The difference in interest "between the assignments
chosen "by pupils of conservative schools and those chosen by
pupils of progressive schools.

3. Sex differences indicated in the choice of assign-
ments .

4. A comparison of good readers and poor readers in their
choice of assignments.

5. The difference evidenced in choice of assignments "be-
tween bright and dull children.

6. The preference of assignments as they are rated with
each other in various combinations .

7. Individual differences.

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Table II

Order of Preference for Reading Assignments
Involving Various Activities

300 cases

Activity

Mean Number

of Times
Chosen First

5, E. of

Mean

Dif. of

Mean*

S. E. of
Dif.*

€. R*

Excursion

9.16

.20

1.62

.31

5.22

rid Activity

7.54

.24

1.66

.29

5.72

Constructing

5.88

.16

.75

.22

3.41

Entertaining

5.13

.15

.75

.23

3.26

Talking

4.38

.17

.40

.23

1.73

Writing

3.98

.16

^between the activity and the one below it as:

a) Excursion and No Activity

b) No Activity and Constructing

c) Constructing and Entertaining

d) Entertaining and Talking

e) Talking and Writing

Table II shows the order of interest, on the basis of the
composite judgements of three hundred sixth grade boys and
girls, in reading assignments which involve five activities and
one assignment to which no activity was connected.

The mo3t popular assignments were those associated with
the activity of going on an excursion. Most children preferred
reading to prepare for an excursion than to prepare for any
other activity. The assignment which required reading in
preparation for a visit to the High School Camera Club proved

-26-

to be the one exception. The majority of children rated this
assignment in second or third place. It is possible that the
defect in the assignment, of failing to include a specific
purpose for the visit to the High School Camera Club, may have
accounted for its low rating in comparison to the other ex-
cursion assignments.

The second most interesting ones, contrary perhaps to
expectations, were the reading assignments to which no activity
was allied.. It is evident that, next to reading in order to
go on excursions, children preferred not to have any activity
connected with their reading.

Reading assignments relating to construction activities
were slightly favored over those pertaining to entertaining.
In popularity, these assignments rated third and fourth
respectively . .

Assignments to which speaking activities were connected
rated fifth in interest.

The least popular of all the assignments, and perhaps the
type most teachers are prone to favor, were those which re-
quired written work. It is interesting to note also, that
reading for the. purpose of writing compositions was the least
favored of all the assignments .which involved writing.

The difference between 9*16, the mean for excursion
assignments, and 7 •54, the mean for assignments without act-
ivity resulted in a critical ratio of 5.22. This ratio
indicates a statistically significant difference in favor of

I

27-

reading assignments involving going on excursions over assign-
ments without activity.

ferred over assignments involving constructing activities is
shown by the critical ratio of 5.72.

The critical ratio of 3.41 indicates a statistically
significant difference in favor of assignments involving con-
structing activities over assignments which involve entertain-
ing activities .

The difference "between 5*13, the mean for assignments
involving entertaining activities, and 4.38, the mean for
assignments involving talking activities, resulted in a criti-
cal ratio of 3.26, a difference statistically significant in
favor of assignments which involve entertaining activities.

That assignments involving writing and talking rated
about the same degree of interest is evidenced by the critical
ratio of 1.73, a difference between • these two assignments that
is not considered statistically significant.

Briefly, the results of Table II indicate that, next to
reading in order to go on excursions, children preferred not
to have any activity connected with their reading assignments.
The interest order of the other activities in the assignments
was as follows: constructing, entertaining, talking and

That reading a

ssignments without activity were much pre

writing.

-28-

Table III

\ ) Comparison of Preferences Between Children in

Conservative

and

Progressive Schools

Conservative
S chools
N. 125

Progressive

S chools
! N. 175

ct ivity

Mean

S. E. of

Mean

Mean

S. E. of

Mean

Dif. of

Mean

S. E. of
Dif.

C. R.

Writing

4.07

.24

3.92

.21

.15

.28

.53

Talking

5.35

.20

5.13

.24

1.78

.31

5.76

Constructing

6. oo

.23

5.55

.22

.81

.31

2.61

Entertaining

4.84

.20

5.33

.22

.49

.29

1.68

Excursion

9.20

.28

9.12

.29

.08

.40

.20

No Avt ivity

8.16

.39

7.10

.30

1.06

.49

2.16

Reference to this table shows a comparison between the
choices of children whose program has been enriched by numerous
activities and the preferences of children whose program has
been more or less restricted to textbook methods.

The following discrepancy between the responses of pupils
in conservative schools and those of pupils in progressive
schools is brought to attention. Children in conservative
|i schools base their preferences on imaginary situations rather
than on actual experiences resulting from, a program of enriched
reading situations. Therefore, if the distortion is to be
minimized, the results should be interpreted in the light of

5

■

II

-29-

what children think they would like to do if given the
opportunity.

This table indicates, that between the choices of pupils
in conservative schools and those of children in progressive
schools, the only distinction was in their selection of read-
ing assignments which involved talking. The difference between
3.35* the mean for conservative schools and 5.13, the mean for
progressive schools, gave a critical ratio of 5*76 . This ratio
indicates a statistically significant difference in favor of
reading assignments which involved talking in progressive
schools •

Less conspicuous, but deserving of attention, are the
critical ratios of 2.61 and 2.16 denoting differences that
approach statistical significance in favor of children in
conservative schools in their preference for assignments in-
volving constructing activities and assignments without act-
ivity.

The differences between the other choices were not sig-
nificant.

The children of progressive schools may be said to favor
reading assignments that involve talking and entertaining
activities, while the children in conservative schools tend
to favor reading assignments which include writing, construct-
ing and excursion activities and assignments without activity.

■

-

■

-30-

Table IV

Sex Differences Indicated in the
Choice of Assignments

Boys
N. 155

Girls
N. 145

Activity

Mean

5. E. of

Mean

Mean

3. E. of

Mean

Dif. of

Mean

S . E . of
Dif.

C. R.

Writing

3.43

.20

4.56

.24

1.13

.31

3.64

Talking

4.64

.25

4.04

.22

.60

.33

1.81

Constructing

5.80

.22

5.98

.24

.18

.31

.58

Entertaining

5.10

.21

5.16

.22

.06

.30

.20

Excursion

9.19

.28

8.62

.31

.57

.41

1.39

Mo Activity

7.96

.35

6.68

.33

1.28

.48

2.66

A study of this table reveals only one reliable difference

oetween boys and girls regarding their choice of reading
assignments involving various activities. The difference be-
tween 3.43, the boys' mean for reading assignments involving
writing, s/nd 4.56, the girls1 mean resulted in a critical
ratio of 3.64. This statistically significant difference, in
favor of the girls , shows their preference over the boys for
assignments involving writing.

The difference between boys and girl3 in their preference
for assignments without activity resulted in a critical ratio
of 2.66, a difference that approaches statistical significance
in favor of the boys.

-31-

Gtherwise , there was no appreciable difference "between the
"boys and girls in their choice of assignments involving the
different activities.

Of all the activities included in the reading assignments,
the girls favored writing, constructing and entertaining ,
while the hoys tended to favor talking and excursion assign-
ments and assignments without activity.

Table V

Comparison of Preferences Between
G-ood Readers and Poor Readers

G-ood
Readers
N, 207

Poor
ResxLers
N. 93

Activity

Mean

3. E. of

Mean

Mean

3. E. of

Mean

Dif. of

Mean

o • Ji . Oi

Dif.

C R.

Writing

3.81

.20

2.99

.24

.82

.31

'2.64

Talking

4.46

.22

4.20

.28

.26

.35

.74

Constructing

5.84

.20

3.98

.26

1.86

.32

5.81

Entertaining

5.26

.19

4.84

.24

.42

.30

1.40

Excursion

9.24

.27

8.54

.36

.70

.45

1.55

No Activity

7.52

.30

7.59

.42

.07

.51

.14

Only one statistically significant difference is apparent
when the choices of good readers are compared with those of
poor readers • The difference between 5.84, the mean for good
readers, and 3.98, the mean for poor readers resulted in a
| critical ratio of 5.81.. This is interpreted as a significant

-32-

difference in favor of Rood readers In their preference for
reading assignments which Involve construction work.

The critical ratio of 2.64 approaches statistical sig-
nificance and indicates a preference on the part of good
readers for assignments which Involve writing.

There was no great difference between good and poor read-
ers in their choice of assignments involving talking, entertain-
ing* S0*n6 on excursions and reading assignments without activ-
ity.

With one exception, the table shows that the preference
for all the assignments was in favor of the good readers. A
very slight preference was indicated by poor readers in their
choice of reading assignments which did not involve an activ-
ity.

-33-

Table VI

Comparison of Preferences Between
Bright Children and Dull Children

Bright
Children
N. 234

Dull
Children
N. 66" |

Activity

Mear

3. E. of

M&an

Mean

3. E. of

Mean

Dif. of

Mean

5. E. of
Dif.

C. R..

Writing

3.9:

.18

4.07

.32

.12

.36

.33

Talking

4.76

.20

4.10

.31

.66

.36

1.83

I! ens true ting

5.91

.13

5.80

.31

.11

.35

.31

Sntertaining

4.50

.18

4.83

.30

.33

.34

.97

Excursion

9.07

.24

9.47

.37

.40

.44

.90

Sfo Activity

7.58

.29

7.40

.43

.18

.51

.35

The results of this table indicate that there was no
marked difference between bright children and dull children in
interest evidenced by their choice of assignments involving
different activities. The order of preference of each group is
fairly consistent. However, the dull children show a slight
preference over the bright children in assignments involving
writing, entertaining and going on excursions, while the bright
children indicate a. slight preference for assignments involving
talking and constructing activities and assignments without
activity .

34-

G-raphs I through VI represent the per cent of children who
chose reading assignments in various combinations when rated
against each other.

Reading assignments involving writing, in general the least
popular of all the assignments, rated highest when judged
against assignments involving talking and assignments without
activity .

Assignments which require reading for the purpose of talk-
ing, in general judged fifth in interest, proved to he most
interesting when rated against assignments involving writing
and constructing activities.

Reading assignments involving constructing activities ,
third in general interest, were judged most popular -when rated
against assignments involving writing and entertaining activ-
ities .

Reading for the purpose of entertaining, rating fourth in
general interest, rated highest when judged against assignments
which involve talking and writing activities.

Assignments which require reading in preparation for an
excursion, in general the most popular of all, were most in-
teresting when rated with assignments which involve entertain-
ing and talking.

Reading without activity, rating second in general
interest, proved to be most popular when judged with assignments
which involve constructing and talking activities.

-'

4 '

-

■

-35-

G-raph I .

Per Cent of Children Choosing Writing Assignments
When Rated With Other Assignments.

Writing
Rated with:

No Activity
Talking

Entertaining
Talking

Constructing
Entertaining

Constructing
Excursion

Constructing
Talking

Cons true ting
No Activity

Entertaining
No Activity

Entertaining
Excursion

Excursion
Talking

No Activity
Excursion

10

20

30

40

-36

Graph I I .

Per Cent of Children Choosing Talking Assignments
When Rated With Other Assignments."

Talking
rated with:

Constructing
Writing

Constructing
Entertaining

Entertaining
Writing

Entertaining
No Activity

Excurs ion
.writing

Ko Activity
Writing

I No Activity
Excurs ion

Constructing
Excursion

Entertaining
Excursion

Cons tructing
No Activity

of

72/3.,

10

20

30

40

■

7

-37

Granh III.

Per Gent of Children Who Chose Constructing Assignments
When Rated With Other Assignments,

Constructing
rated with:

Entertaining]
Writing

Talking
Writing

No Activity
Writing

Excursion
No Activity

Excursion
Talking

Entertaining
No Activity

No Activity
Excursion

No Activity
Talking

Entertaining
Talking

Entertaining
Sxcursi on

2A%

32^

29%

10

20

30

40

-38-

G-raph IV.

Per Cent of Children Choosing Entertaining Assignments
When Rated with Other Assignments,

Eriterts-ining
rated with:

Talking
Writing

No Activity
Wri ting

Constructing
Talking

Constructing
Writing

No Activity
Talking

Constructing
No Activity

Excursion
Writing

Excursion
No Activity

Constructing
i Excursion

1 Excursion

Talking

10

20

30

40

50

!

i

-39

G-raph V • .

Per Cent of Children Who Chose Excursion Assignments
When Rated With Other Assignments.

xcursion ■
rated with:

Entertaining
Talking

Constructing
Entertaining

No Activity
Writing

Entertaining I
Writing

Talking
Writing

No Activity
Talking

Entertaining
No Activity

Constructing
Talking

Constructing
Wrl ting

Constructing
No Activity

30

40

50

60

70

40-

G-raph VI.

Per Gent of Children Who Chose Assignments Without Activity
When Rated With Other Assignments..

Assignments
Without
Activity

rated with:

Constructing
Talking

Entertaining
Talking

Entertaining
Writing

Entertaining
Constructing

Entertaining
Excursion

Constructing
Writing

Constructing
Excurs ion

Excursion
Talking

Talking
Writing

Writing
Excurs i on

472/3^

20

30

40

50

!

■ ■

-41-

INDIVIDUAL DIFFERENCES

Because of individual differences, it is not likely that
any one type of assignment will have the same appeal for all
children. It is inevitable that some will vary from the
average. The theory that individuals differ is defended "by the
results of this investigation. The general statements which
have "been made regarding preferences must be modified when
applied to individual cases.

Several cases in this study deviate from the general
pattern of choices. They are interesting to record. The
following table shows a sample of each type of activity assign-
ment representing the individual preferences of six different
children who do not conform to the general pattern.

Sample of Atypical Gases
Table VII

Child

Activity

Choice
1st 2nd 3rd

1st

Writing

0

2

16

2nd

Talking

0

3

15

3rd

Constructing

1

1

16

4th

Entertaining

0

3

15

5 th

Excursi on

18

0

0

6 th

No Activity

17

1

0

Very definite aversions to writing, as a motive for read-
ing, were indicated by twenty-seven children who failed to con-

42-

si&er, in first place, any reading assignments which involved
writing. In fact, several of these children rated such assign-
ments as their third preference fifteen or more times out of a
possible eighteen.

Seventeen children apparently were not interested in read-
ing for the purpose of talking about what they have read. This
dis-interest is indicated by the fact that these children
failed to give a first choice rating to any assignment that
involved talking. Four children were even more decided in
| their indifference to this type of assignment, rating it in
third place fifteen or more times.

Two girls failed to give a first choice rating to any of
the reading assignments which related to constructing activities.
One girl rated these assignments in third place sixteen times
and the other, thirteen times out of a possible eighteen.

Reading assignments which involved entertaining were not
considered by six children to be of sufficient interest to
warrant a first choice rating in any instance. Two of the^e
children went so far as to rate these assignments in third
place fifteen or more times.

Six children diverged from the general pattern far enough
to give the highest possible rating to reading assignments
which involved going on excursions. They chose these readj ng
V assignments first eighteen times.

Reading exercises which did not require any activity were
preferred by two children who rated them first in every group.

-43-

One of these children apparently was not interested enough in
reading assignments which involved talking to rate that type
of assignment in first place at any time.

CHAPTER IV

SUMMARY

-45-

)

*

)

SUMMARY

The purpose of this investigation was to determine, through
an evaluation of their reactions to reading assignments, the rel
ative degree of children* s interest in various reading situa-
tions. The following conclusions may be drawn from the analysis
of the responses of three hundred "boys and girls.

1. The order of preference of children for the assignments
tested was: 1. excursions; 2. no activity; 3« constructing;

4. entertaining; 5» talking; 6. writing.

2. The most conspicuous difference, and the only sig-
nificant one between the children of progressive schools and
those of conservative schools, was a greater preference on the
part of progressive school children for assignments which in-
volved talking.

3. G-irls preferred writing assignments more often than

boys .

4. Good readers preferred assignments involving construc-
tion activities to a greater extent than poor readers. In the
other activities there was no distinction between the interests
of good readers and the interests of poor readers.

5. Bright children and dull children showed the same order
of preference for the various reading activities.

6. Of all the combinations of reading situations allied to
the various activities, assignments Involving writing were most
popular when rated with assignments involving talking and
assignments without activity.

-

:

-

46

Assignments involving talking were most popular when
judged with assignments which involve writing and constructing
activities •

Reading assignments which involve constructing activities
rated highest when Judged with assignments relating to writing
and entertaining activities.

Assignments which relate to reading for the purpose of
entertaining were most interesting when rated with assignments
that involve talking and writing activities.

Assignments which require reading in preparation for an
excursion were most popular when rated with assignments which
involve entertaining and talking activities.

Reading assignments which do not require an activity had
the highest interest rating when Judged with assignments which
involve talking and constructing activities.

7. Many children tended to vary from the general trend of
interests. Some individuals showed consistent preferences
for activities which were not preferred by the group as a
whole .

■

-47-

•

BIBL 10 GRAPH Y

Bailey, Carolyn, Broad Stripes and Bright Stars. Springfield,
Massachusetts: Milton Bradley Company, 1920.

Beggs, Berenice, "Does Snviroment Determine A Child's Read-
ing?" School end Community XIV (January, 1928).

Campbell, Clara, "A Research problem in Children's Reading",
Elementary English Review, VI (January, 1929).

Dewey, John, Interest and Effort in Education. Cambridge:
Houghton Mifflin Company, 1913.

Dewey, John, School and Society. Chicago: University of
Chicago Press, 1900.

Dunn, Fannie, Interest Factors in Primary Reading Material.
New York: Teachers College, Columbia University, 1921.

Freeland, C-eorge, 'Talker, Edward, Williams, Helen, America 's
Building. New York: Charles Scribner's Sons, 1942.

Gates, *. I., The Interest and Ability in Reading. New York:
The Macmillan Company, 1931.

Gray, William, "'Summary of Reading Investigations," Elementary
School Journal, XXX (March, 1930).

Hovious, Carol, Shearer, Slga, Wings for Reading, Boston: D. C.
Heath and Company.

Huber, M. B., Influence of Intelligence Upon Children's Reading

Interests. New York: Teachers College, Columbia University,
Bureau of Publications, 1928.

Johnson, B. Lamar, "Children's Reading Interests as Related to
:ex and Grade in School", School Review, XL (1932).

Jordan, Jrthur, Children's Interests in Reading. Chapel Hill:
University of North Carolina Press, 1926.

Nelty, Mary, The 'merican Colonies. Boston: Ginn and Company,
1932.

Knowlton, Daniel and Gill, Charles, 'when We Were Colonics.
New York: American Book Company, 1934.

-48-

•

Knox, W. , Stone, G. , Meister , M, , Wheat ley, D. , The Ponderworld
of Science. New York: Charles Scribner's Sons, 1941.

Lancaster, T. J., nA Study of the Voluntary Reading of " upils
in Grades IV to VIII", Elementary School Journal,
XXVIII (1928),

Lazar, May, Reading Interests, Activities and Opportunities

of Bright, verage and Dull Children. New York: Teachers
College, Columbia University, Bureau of Publications, 1937.

Lyman, Rollo, Hill, Howard and Moore, Nellie, Reading end
Living. Boston: Charles Scribner's Sons, 1920.

Spencer, Paul, Gans, Roma and Britschler, Lois, Thought-Study
Readers. New York: Lyons and Carnahan, 1930.

Storm, Grace, The Social Studies in the rimary Grades. New
York: Lyons and Carnahan, 1931.

Stroll, M. M. Literature for Grades VII to IX. New York:

Teachers College, Columbia University, Bureau of Publica-
tions, 1926.

Terman, l. and Lima, M. , Children's Reading. New York:
D. Applet on and Company, 1926.

Thirty-sixth Yearbook of The National Society for the Study of

Education. Bloomington, Illinois: Public School Publish-
ing Company, 1937.

Thorndike, Robert, ChildrenTs Reading Interests. New York:
Bureau of Publications, Teachers College, Columbia
University, 1941.

Twent y-f ourth Yearbook of the National Society for the Study

Education. Bloomington, Illinois: Public School Publishing
Company, 1924.

Uhl, P. H, , The Materials of Reading. New York: Silver Burdett
and Company, 1924.

Vostrovsky, Clare, "A Study of Children's Reading Tastes",
Pedagogical r'eminary, VI, (December, 1899).

./ashburne, 0., Vogel, T". , /hat Children Like to Read. New York:
Rand 17c Nally and Company, 1926.

Jashburne, C. , Vogel, P., Pinnetka Graded Book List. Chicago:
merican library ssociation, 1927.

-49-

,/issler, Clark, "The Interest of Children in Reading Work of
the Elementary Schools", P edagogi ca 1 :: emi nar y V (April
1898.

Yoakam, Gerald, Bagley, William and Knowlton, Philip, Reeding
to Learn. New York: The Macmillan Company, 1937.

Zellar, Dale, The Relative Importance of Factors of Interest in
Reading Materials. New York; Teachers College, Columbia
University, Bureau of Publications, 1941

50-

>

APPENDIX

i

NAME:

SCHOOL:

This is an exercise that will help teachers find out some

of the reasons why "boys and girls like to read.
Read over the sentences in the first group.
Place a 1 in front of the exercise that you would like to

do "best.

Place a 2 in front of the exercise that you would like to
do next best.

Place a 3 in front of the exercise that you would like to
do least of all.

Do this for each group.

Be sure to read over all three sentences in the exercise
before placing a number in front of any of them.

This is not a test and you will not be marked on it.

If you need any help in reading the exercises your teacher
will help you.

Group 1

Read to get help in making an interesting booklet about
"Thomas Edison.

Read so you can take part in a class discussion about
'Thomas Edison.

Read for help in making an exhibit about Thomas Edison.

Group 2

Read so you can put on a visiting day program about Thomas
Edison.

Read to get ready for a movie you are going to see on the
life of Thomas Edison.

Read for Information about the life of Thomas Edison.

Group 3

Read to get help in planning and arranging an exhibition
about glass blowing.

Read so you can write a composition about glass blowing
for your English class.

Read so you can plan a program about glass blowing for a
visiting grade.

r - f- n ' In1 cri'y

Group [j.

Read to learn about glass blowing.

Read to get ready for your visit to the Public Library
to see an exhibition of glass blowing.

Read so you can explain a moving picture about glass
blowing to the rest of the class.

Group 5

Read so you can make posters showing ways of pasteurizing
milk.

Read so you can explain to the class the method of
pasteurizing milk.

Read to discover how milk is pasteurized.

Group 6

Read to get ready for a trip to a dairy to see milk being
pasteurized.

Read 30 you can give a progam of lantern slides to a
visiting grade.

Read so you can write a composition about pasteurization
for your English class.

Group 7

Read so you can take part in a class discussion about the
duties of a reporter.

Read for help in making posters about the \vork of a
reporter .

Read so you can plan an Assembly program about the duties
of a reporter.

Group 8

Read to find out about the duties of a reporter.

Read for information so you can write a letter to a friend
telling about the duties of a reporter.

Read to get ready for your trip to a newspaper publishing
house to learn about the duties of a reporter.

:

-

«

Group 9

Read so you can discuss in class tke duties of an aviator.

Read to learn about the duties of an aviator.

Read so you can write a diary of an aviator, pretending
you are an aviator.

Grout) 10

Read for information so you can make lantern slides about
the duties of an aviator.

Read for information so you can give an Assembly program
about the duties of an aviator.

Read to get ready for a trip to the local airport to see
some of the duties of an aviator.

Group 11

Read so you can take part in a class discussion about the
duties of an air hostess.

Read to get ready for your visit to a commercial airport
to hear an air hostess tell about her duties.

Read so you can write a composition about the duties of
an air hostess.

Group 12

Read to learn about the duties of an air hostess.

Read so you can plan an Assembly program of lantern slides
about the duties of an air hostess.

Read so you can make posters showing the duties of an air
hostess.

Group 13

Read to get help in making scenery for a play about the
history of the American flag.

Read so you can make a notebook about the history of the
American flag.

Read to get ready for your visit to a museum to see an
exhibition on the history of the American flag.

-

-

Group llj.

Read so you can give a short talk to the class on the
history of the American flag.

Read to get help so you can give, for a visiting class,
a short play about the history of the American flag.

Read to learn about the history of the American flag.

Group 15

Read to learn about cotton.

Read for information so you can make a notebook about
cotton.

Read for information so you can make an exhibit about
cotton.

Group 16

Read to get ready for a trip you are going to take to a
factory to see cotton cloth being made.

Read for information so you can give a talk about cotton
to the class.

Read so you can give a program of lantern slides about
cotton to a visiting grade.

Group 17

Read for help in putting on an assembly play about life
in the Colonial period.

Read for information so you can write a play about life
in the Colonial period.

Read, for your own enjoyment, a play about life in the
Colonial period.

Group 18

Read so you can explain, to the class, a play that is to
be given about life in the Colonial period.

Read for help in making scenery for a pl^y about life in
the Colonial period.

Rflad so you will better understand a play about life in

»

■

-

the Colonial period that you are going to see at another
school ,

Group 19

Head so you can write a story about fishing for the school
magazine .

Road so you can tell an exciting story about fishing to
the class.

Read for help in taking a friend on a successful fishing
trip.

Group 20

Read for help in making an interesting fishing exhibit for
a hobby show.

Read for information which will help you to have a success
ful fishing trip with an experienced fisherman.

Read for your own enjoyment a story about fishing..

Group 21

Read to learn about cameras and photography.

Read so you can better understand a visit to the High
School Camera Club.

Read so you can entertain the Camera Club with an exhibi-
tion of your hobby, photography.

Group 22

Read so you can get help and information on how to develop
snapshots .

Read so you can explain to your classmates how to care for
a camera.

Read so you can write an interesting letter to a friend
telling why you chose photography for a hobby.

Group 25

Read so you can tell a story about camping to the class.

Read to get help in making your next camping trip a
successful one.

Read for your own enjoyment a story about fishing.

Group 2I4.

Read to get help in planning a program about camping for
the next Girl or Boy Scout meeting.

Read to get information so you can make an interesting
notebook about camping.

Read to get help in making some useful article to be used
on your next camping trip.

Group 25

Read the story of Louisa May Alcott in order- to make an
interesting notebook about her.

Read so you can dramatize a short play about Louisa May
Alcott for another grade.

Read the story of Louisa May Alcott to get ready for your
visit to her home in Concord, Mass,

Group 26

Read to learn about the life of Louisa May Alcott*

Read the life of Louisa May Alcott so you can give an
interesting talk about it to the class.

Read to get information so you can make an exhibit about
Louisa May Alcott.

Group 27

Read three mystery stories to find out which one you will
go to see as a moving picture.

Read to get a background so you can write a short mystery
story for your school magazine.

Read a mystery story for your own enjoyment.

Group 28

Read to get help so you can put on a mystery play at a

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Parent-Teachers1 meeting.

Read to get help in making scenery for a mystery play.
Read a mystery story to tell the class.

Group 29

Read to get ready for the movie Heidi which you are going
to see.

Read for information so you can give, for a visiting
grade, a playlet about the story of Heidi.

Read to get help in making scenery for a play about Heidi.

Group 3°

Read Heidi so you can make an interesting notebook about
the story.

Read Heidi for your own enjoyment.

Read Hoidi so you can tell interesting parts of the story
to a lower grade.

Group J>1

Read for help in making a border showing the art of the
American Indians.

Read for help in planning an Assembly program about the
art of the American Indians.

Read to learn about American Indian art.

Group 32

Read so you can make an interesting notebook on the art
of the American Indians.

Read to leern v/hat to notice in American Indian art during
your visit to the Indian Museum at Harvard, Mass.

Read so you can give a talk on the art of the American
Indians at a Visiting Day program.

Group 33

Read to learn about Walter Damrosch and his programs.

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Read so you can plan an entertainment about Walter
Dararosch for a visiting grade.

Read to get information so you can give a talk about
"Walter Damrosch to a lower grade.

Group 3^-

Read to get ready for a concert you are going to see
conducted by Walter Damrosch,

Read so you can write a composition about Walter Damrosch
for your English class.

Read so you can make posters about Walter Damrosch.

Group 35

Read so you can plan an exhibition of Leonardo da Vinci* s
paintings to show another grade.

Read for information in giving a class talk about the
paintings of Leonardo da Vinci.

Read to get ready for your trip to the museum of Pine
Arts to see the pictures by Leonardo da Vinci.

Group 36

Read for help in making backgrounds for pictures by
Leonardo da Vinci which you are going to show on Parents1
Day.

Read so you can make an interesting booklet about the
paintings of Leonardo da Vinci.

Read to learn about the paintings of Leonardo da Vinci.

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